Leaving Addie for SAM

Richard Sites, Michael Allen

Description

The ADDIE process is past its prime.

It was developed long before Agile and other iterative processes that have introduced greater efficiencies in design and development, fostered more creativity, and addressed effective stakeholder involvement. Leaving ADDIE for SAM introduces two new concepts—SAM, the Successive Approximation Model, and the Savvy Start. Together, they incorporate contemporary design and development processes that simplify instructional design and development, yielding more energetic and effective learning experiences.

This book is a must-read for all learning professionals who have a desire to let go of outdated methodologies and start creating better, faster training products today.

Sujets

• Efficacité professionnelle
• Efficacité
• Personal Management
• Human Resources
• Gestion et management
• Economics
• Business
• Gestion d'équipe

Informations

• Publié par: Association for Talent Development
• Date de parution: 26 septembre 2012
• Nombre de lectures: 0
• EAN13: 9781607286752
• Langue: English

Extrait

© 2012 the American Society for Training & Development
All rights reserved. Printed in the United States of America.
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, please go to www.copyright.com , or contact Copyright Clearance Center (CCC), 222 Rosewood Drive, Danvers, MA 01923 (telephone: [phone], fax: [phone]).
ASTD Press is an internationally renowned source of insightful and practical information on workplace learning and performance topics, including training basics, evaluation and return-on-investment, instructional systems development, e-learning, leadership, and career development.
Ordering information: Books published by ASTD Press can be purchased by visiting
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Library of Congress Control Number (print edition only): 2009940017
PDF e-book edition ISBN: 978-1-60728-675-2 Print edition ISBN: 978-1-56286-711-9
ASTD Press Editorial Staff: Director: Glenn Saltzman Community of Practice Manager, Learning & Development: Juana Llorens Senior Associate Editor: Ashley McDonald Design and Production: Brendan Stern Cover Design: Lon Levy
Contents
Preface Dedication Acknowledgments
Part I: A New Model for Instructional Product Design and Development
Chapter 1: Traditional Design Models Disappoint
We Need Better Learning
Causes of Poor Learning Programs
Chapter 2: Instructional Systems Design
Instructional Design
Familiarity Begets Credibility
Process Selection
What Was ADDIE Originally?
Learning to Adapt
The Best Model
Chapter 3: Anatomy of Effective Learning Events
E-Learning Brings Issues to Light
Fundamental Characteristics
Fundamental Components of Interactive Learning Events
Chapter 4: Successive Approximation Model 1
The Ideal Process Model
Successive Approximation
Chapter 5: Successive Approximation Model 2
Preparation Phase
Iterative Design Phase
Iterative Development Phase
Chapter 6: Are You the One?
Setting and Maintaining Expectations
Dynamically Adjusting Design and Project Variables
Keeping the Focus on Behavior Change
Being a Learner Advocate
Are You a SAM Leader?
Part II: Using the Successive Approximation Model
Chapter 7: Preparation Phase
Backgrounding
The Savvy Start
Planning the Savvy Start
Building a Savvy Start Team
The Savvy Start Agenda
Customizing the Savvy Start
Preparing the Room
Conducting the Savvy Start
Prototyping and Evaluation
Wrap Up
Chapter 8: Protyping
Sketching
Why Build Prototypes
e-Sketches
The Essence of a Prototype
e-Learning Prototypes
Three Prototypes, Plus or Minus One
Chapter 9: Constructing the Prototype
The Helpful Prototyper
Prototyping Tools
Starting to Build Your Prototype
Review the Prototype
Wrap Up
Chapter 10: Setting the Target
Goals
Instructional Objectives
Pre-Existing Content
Assessment
Summary
Chapter 11: Designing for Success
Breadth Versus Depth
Look Ahead
Chapter 12: Project Planning
Initial Planning
Pragmatic Considerations
Sample Project Plan
Chapter 13: Additional Design
Completing the Design
Part III: Iterative Development Phase
Chapter 14: Creating the Design Proof
Avoiding the Best Idea
The Design Proof
Writing Course Content
Chapter 15: Iterative Evaluation
Managing Reviews
Setting Expectations for Iterative Reviews
Conducting a Learner Review
Quality Assurance in SAM
Evaluating the Course
Chapter 16: Getting to Gold
The Deliverables
Let the Good Times Roll
Debrief

References Other Selected Works by Michael Allen About the Authors Index
PREFACE
Leave ADDIE, you say? And why would I do that?
If this is your question, I’m quite inclined to say you should stick with ADDIE. I’m very supportive of any process that reliably and efficiently produces desired results. If ADDIE does this for you, then you’re a fortunate person. You have your tool, your comfort zone, your success, and I do sincerely congratulate you.
I mean it.
I used to use and teach the ADDIE process, or what I considered something of the standard ADDIE process. I taught it with assurance and conviction. The ADDIE process of analysis, design, development, implementation, and evaluation is logical, thoughtful, and comprehensive. There’s little in the process one can argue with in terms of relevance and importance.
Did it work?
Well, yes and no. As I’ll describe in a moment, I witnessed its use in a variety of settings over a great many projects. It produced products, yes. It gave managers an understandable process that appeared quite manageable. It had measures of progress threaded through it, yielding status data to report. There’s a lot to like about it from a managerial point of view. It’s definitely left-brained—comforting to the concrete thinker.
But did it produce good learning products? Did teams feel productive? Were they proud of their work? I have to say no, not so often in what I’ve seen.

My career in instructional product development began with a PhD in educational psychology. I had the uncanny good fortune of meandering through rare opportunities to learn from putting instructional theories and knowledge about human learning to work. Even in my graduate program, I had a unique opportunity to work with a newly built National Science Foundation center designed to demonstrate and validate the latest in instructional approaches and technology. Working with the center I had a chance to experiment and ultimately develop the means to guide learners individually, to help them discover their personal learning styles, to continually measure and fortify their growing confidence, and to prepare them for success.
I also received grant support from the psychology department to investigate uses of technology to help unwieldy numbers of freshman psychology students work at an individualized pace toward mastery of the subject. Then, with support from IBM, I developed software to analyze student progress and validate which instructional paradigms were most effective with particular learning styles and to measure assessment validity. After I was graduated from the PhD program, the university put me in a rare and wonderful position—teaching faculty members the means of offering better learning experiences to their students.
Later, with an offer no one could refuse, I went to work with Control Data’s PLATO project to develop computer-assisted learning for Control Data Institute enrollees. As Control Data’s work with PLATO grew and our staff expanded from a couple dozen to hundreds, everyone’s work became more specialized. Becoming director of research and development, a position I held for a decade, I focused primarily on two areas: research on human learning and tools for curriculum development/management. A group separate from mine was formed solely for courseware production.
In my current company, formed after developing Authorware, taking it to market, and combining with Macromind/Paracomp to form Macromedia, we have built custom learning solution studios on both U.S. coasts and in the Midwest. For more than 18 years we have produced huge volumes of instructional products, including instructor-led courses, e-learning, and blended programs. The work of our studios has our lobby proudly overflowing with awards and superlative commendations.

The point of this embarrassing reminiscence? I’ve had an opportunity to design, build, manage, and observe the production of an extraordinary number of instructional products: education and training, large budget and small, complex and simple, technology and no technology, successful and not. My hope in setting fingers to keyboard and mouse here is to channel greater success from the tremendous effort that goes into each and every instructional product.
At Control Data, where a huge courseware production organization was built, a cornerstone project was undertaken. It was the development of a curriculum to teach effective courseware design and development—essentially the ADDIE of analysis, design, development, implementation, and evaluation. While I’d like to digress into a discussion of the irony of how this ill-fated undertaking struggled painfully to launch an instructionally viable and useful product, I will state only that after missing deadline after deadline, repeatedly exceeding budget, and producing power struggles with career-threatening tensions, it started my questioning of ADDIE. As far as I can recall, very few—if any—of the participants in this project were proud of the product produced and wished to claim credit for it. If even the ADDIE experts couldn’t use ADDIE to teach ADDIE, something was amiss.
As with the majority of ADDIE projects, a product did emerge. ADDIE is pretty good at assuring something will emerge. The product went through at least several major revisions after its introduction, so I don’t believe it is unfair to assess the project as more of a valiant effort than a stunning success. This shouldn’t have been the case, and I hope, dear reader, it won’t be yours.

Good instruction is inspirational. It captures both the power of knowledge and skill as well as the joy of becoming competent. Good learning experiences aren’t just about facts, they are about becoming a more proficient, capable, and valuable person. To my taste, ADDIE—a process that comprises many valuable tasks—fails to recognize the necessary creativeness and inventiveness of the work, to allow for and support exploration and changing ideas that need to arise within and as part of the process.
A good and wise friend advised me many years